地理空间分析
课程
地方教育
社会学
经济正义
教育学
透视图(图形)
素描
地理
政治学
地图学
环境教育
算法
人工智能
计算机科学
法学
作者
M. Beth Schlemper,Sujata Shetty,Owusua Yamoah,Kevin Czajkowski,Victoria C. Stewart
出处
期刊:Urban Education
[SAGE]
日期:2023-02-14
卷期号:: 004208592311534-004208592311534
标识
DOI:10.1177/00420859231153411
摘要
As part of a National Science Foundation (NSF)-funded project to create culturally responsive curriculum that uses critical spatial thinking and geospatial technologies to address spatial justice in urban neighborhoods, students from a predominantly African American inner-city public high school in Toledo, Ohio participated in two summer workshops in 2015 and 2016. Using a range of data sources including sketch maps, interviews, and neighborhood-based student projects, this paper addresses two research questions: (a) How did students’ spatial narratives of their community change as a result of using a culturally responsive teaching approach to explore neighborhood challenges? (b) How does a culturally responsive teaching approach and a critical geography perspective support spatial justice among youth?
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